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MERIT: a mentor reflection instrument for identifying the personal interpretative framework.

Lianne M Loosveld1, Pascal W M Van Gerven2, Erik W Driessen2

  • 1Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands. l.loosveld@maastrichtuniversity.nl.

BMC Medical Education
|March 5, 2021
PubMed
Summary
This summary is machine-generated.

The MEntor Reflection InstrumenT (MERIT) survey helps mentors critically examine their practice. This tool supports professional development by facilitating reflection on mentoring knowledge and beliefs.

Keywords:
Faculty developmentMentoringPersonal interpretative frameworkSurvey studySystematic reflection

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Area of Science:

  • Mentoring and professional development
  • Educational psychology
  • Survey instrument development

Background:

  • Effective mentoring requires mentors to critically examine their underlying knowledge and beliefs.
  • Professional development for mentors is crucial for enhancing their practice.
  • The MERIT survey was developed to aid this critical reflection process.

Purpose of the Study:

  • To develop and validate a survey instrument, MERIT (MEntor Reflection InstrumenT), for mentors.
  • To support systematic reflection on the 'how, what, and why' of mentoring practice.
  • To provide a tool for faculty development initiatives aimed at improving mentorship.

Main Methods:

  • A twenty-item survey instrument was developed and piloted in 2019.
  • Initial validation data were collected from 228 participants via the authors' network.
  • Exploratory factor analysis (EFA) and internal consistency reliability were calculated.

Main Results:

  • EFA identified four key factors: supporting personal development, modeling professional development, fostering autonomy, and monitoring performance.
  • These four factors accounted for 43% of the total variance in item scores.
  • Cronbach's alpha values for subscale scores ranged from .42 to .75, indicating varying levels of internal consistency.

Conclusions:

  • The MERIT instrument facilitates mentors' reflection on their beliefs and professional knowledge.
  • Reflections generated by MERIT can inform faculty development programs.
  • Ultimately, MERIT aims to enhance mentors' knowledge and skills, improving overall mentorship quality.